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The time now is Fri Nov 21, 2008 9:50 pm |
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| Course description and administration | ||||
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HUIN206 specific |
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HUIN306 Specific |
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| Bibliography and sources | ||||
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Interesting Web sites Present and discuss interesting Web sites |
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In the news |
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| Theme 1: Theoretical and Methodological Perspectives on ICT | ||||
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1.A.0.Cultural and philosophical to the notion of approaches to the notion of “information” and “data hese notions possess an archaeology, a history re allowing conflicting interpretations. |
1 | 2 | Mon Jan 14, 2008 3:03 pm Kafka  |
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1.A.1. Digital literacy / digiliteracy New sociocultural frameworks are assumed to involve new skills, new representation systems and new procedures to gather, store and retrieve knowledge and memories. Contemporary visions and discourses referring to the Internet and "information society" can be organically linked with a more specific debate on digital literacy. Themes of particular interest are: Materiality of Literacy: Jay Bolter, Jack Goody and Christina Haas Digiliteracy, competence and the theme of self-empowerment : (looking i. a., critically, at the EU ideology) Co-evolution of literacy and technology (Christina Hass). |
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1.A.2. The reign of the image and the new digital aestheti We will explore the claims that a new digital aesthetics is emerging and departing considerably from or alternatively, reframing earlier systems. Themes of particular interest are: 1.C.1. Screen reality and cultural evolution: of the perception of moving images, Gilles Deleuze theory of a transition from the action-image to the time-image in contemporary cinema and the fate of the image (image with no duration) on the Web. 1.C.2. Digital aesthetics: the influence of digital aesthetics on contemporary cinema and literature. 1.C.3. Elastic text and the new digital aesthetics Lev Manovich and the new digital aesthetics 1.C.4. The “Make-Believe” debate in the context of digital environments: Internet as a gigantic make-believe structure. |
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1.A.3. Knowledge, encyclopaedism and collective intelligence Network society, Wikipedia, e-library, knowledge sharing … all these Internet subspaces re-actualize key issues on human knowledge and cultural utopias. To approach contemporary collective knowledge construction enterprises on the background of past visions and projects some factors should be of interest: 1.A.5.1 Early systematic knowledge projects in history from the Doomsday Book to Diderot’s Encyclopaedia. 1.A.5.2. Precursors - Internet as “Bildung”: Enlightenment and neo-Enlightenment: from Grundtvig to the European Union’s life-long-learning ideology 1.A.5.3. Online universal knowledge projects: Xanadu (Ted Nelson), Doug Engelbart, Pierre Lévy’s Trees of Knowledge and Wikipedia. 1.A.5.4. Canonical and non-canonical knowledge systems: one of the most interesting aspects are the historical tensions between canonical and non-canonical knowledge systems. One should also have a critical look at diverse claims according to which a unique knowledge revolution is allegedly taking place as part of the 'information revolution'. |
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1.A.4. The Internet and information cultures seen as collective shared memories Critical cultural theory and sociology have formulated conflicting theories on the origin and fate of modernity. Of particular interest for Education and Technology is the debate on postmodernism and late modernity. Central themes are: individualisation of the individual, reflexive modernity, risk society, recontextualisation of individual and collective practice, reframing of normative knowledge, revaluation of informal knowledge, simulations and games, social engineering in educational systems. The following authors is issues will be given in-depth treatment: 1.A.6..1. Liquid Modernity, Globalisation and Education: Zygmunt Bauman (and here):. Zygmunt Bauman, Milena Yakimova, A postmodern grid of the worldmap? Interview with Zygmunt Bauman (here) 1.A.6.2. Late Modernity, reflexive Modernity and recontextualisation of Knowledge: Anthony Giddens , Scott Lash & Ulrich Beck: late modernity and the re-contextualisation of the individual (risk society, reflexive modernization, individualization, myself-as-a-projet). 1.A.6.3. Nomadicity, Multiplicity and Relativisation of Canonical Knowledge: Gilles Deleuze: fragmentation, relative-ness and the end of monolithic knowledge; Paul Virilio: metropolis and the compression of space and acceleration of time. |
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1.A.5. The Gutenberg and post-Gutenberg Galaxy and Cyberworld It is far from easy to study such a deep reaching cultural and social phenomenon as the information revolution and cyberculture. We may lack adequate concepts and frameworks of interpretation allowing us to describe what is taking place in human history. In order to create a necessary depth of field, we will need to look back at: 1.A.7.1. Orality, Residual Orality and Post-Orality: the transition from oral civilisation to textual literacy and to digital literacy 1.A.7.2. Reproducibility of content: the transition from manuscript culture to mechanical reproduction of text and picture and attempt to deal with the post-Gutenberg issue. 1.A.7.3. The thoughts, visions and utopias of some influential pre-Internet and Internet thinkers and visionaries will be intersected: • Sven Birkerts bemoaning in the Gutenberg Elegies the decline of literature and narrative in the electronic age, •Umberto Eco and his semiotic position stating that escape from sign-i-fication is futile, •Walter J. Ong's important studies on the relationship between orality and literacy •Manuel Castell's theories on the growth of information society. •Jack Goody's techniques of the mind and theory of literacy |
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1.B. Methods and field work 1.B1. Qualitative Methods Quinn-Patton 1.B.3. Web-based surveys 1.B.4. Quantitative methods |
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| Theme 2: Gender perspectives on the history of technology | ||||
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2.A.1. General issues |
1 | 1 | Mon Jan 14, 2008 2:10 pm danap |
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2.A.2. Gender Politics of ICT. |
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2.A .3. Impact of ICT on technolology and gender |
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| Theme 3: Multiculturalism and Information Technologies | ||||
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3.A.1. General issues |
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| Theme 4: Knowledge Society, Education and Information Technologies | ||||
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4.A.1. General issues This module addresses the socio-economical and intellectual developments of post-industrial societies. In these societies the emphasis is put increasingly on the role of competencies, expertise sharing and management of knowledge for learning, administration and business. The systematic mastery of information architectures, processing and dissemination strategies are viewed of new as the core engine of post-industrial economy. New ideals about the individual, social organisation and management of time and space correspond to new knowledge constructs and ideals. Information and Communication Technologies are assigned a key role in this development. Being knowledge- and information intensive, the public sector is profoundly affected by developments induced by ICT. Diverse organisational, educational and social paradigms emerge reflecting these ideals. Additionally, earlier formal structures, e.g., institutional forms of organised knowledge, assessment practices and informal process are reshaped within news moulds. Industry, education, government and media are affected by this change in human history. Traditional boundaries between occupation, leisure and education tend to break down. |
1 | 1 | Wed Feb 06, 2008 9:34 pm laetitia |
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4.A.2. Network society and digital divides in a globalized world The concepts of network society and digital divide are closely related and have many connotations. To outline and compare diverse theories (see also the White Paper and WSIS) of networks and divides and question and investigate (1) if the assumption of a particular digital divide is justified and (2) whether the concept of network society is universally applicable. The following issues and authors will be covered in depth: Information Society, Networks and Informationalism: Manuel Castells' approach to network society, networks and informationalism, Theories about on the Digital Divide: Competing approaches to the concept of the digital divide Globalization and global cyber-citizenship: emergence of a global civil society and the issue of cyber-citizenship (The world summit on information society) and Internet governance. |
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4.A.2. Network society and digital divides in a globalized world The concepts of network society and digital divide are closely related and have many connotations. To outline and compare diverse theories (see also the White Paper and WSIS) of networks and divides and question and investigate (1) if the assumption of a particular digital divide is justified and (2) whether the concept of network society is universally applicable. The following issues and authors will be covered in depth: Information Society, Networks and Informationalism: Manuel Castells' approach to network society, networks and informationalism, Theories about on the Digital Divide: Competing approaches to the concept of the digital divide Globalization and global cyber-citizenship: emergence of a global civil society and the issue of cyber-citizenship (The world summit on information society) and Internet governance. |
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4.A.2 Control, power and counter-power in Knowledge Society The possible move from nation-state, territory-based, religious, cultural and ethnical power to more diluted, abstract, internalised power in Western societies has been analysed and debated long before the 'information revolution. Special emphasis will be put on the following themes and authors: Sociological perspectives on technology and society: Max Weber, Marxist and neomarxist views on immaterial power Biopower: Michel Foucault: Confession and biopower and self-surrender. Toni Negri & Michael Hart: Empire Cultural and educational utopias and dystopia on the Net. The System and Lifeworld (Jürgen Habermas. |
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4.A.5. Knowledge Sharing and Management |
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4.A.5. Knowledge Sharing and Management |
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